| 1. |
- Lindh, Jacob, 1971, et al.
(författare)
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Evaluation of Parallel Authentic Research-Based Courses in Human Biology on Student Experiences at Stanford University and the University of Gothenburg
- 2016
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Ingår i: Journal of the Scholarship of Teaching and Learning. - 1527-9316. ; 16:5, s. 70-91
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Tidskriftsartikel (refereegranskat)abstract
- Under a previous grant (2005-08), researchers and teachers at Stanford University (SU) and the University of Gothenburg (GU) co-designed a ten-week interdisciplinary, research-based laboratory course in human biology to be taught online to undergraduate students. Essentials in the subject were taught during the first four weeks of this course. Subsequently, student groups at SU and GU developed their own research questions, conducted live-streamed experiments remotely, processed their unique data with support from multiple interactive resources, cross-cultural collaboration and an interdisciplinary network of expert consultants, and presented original scientific results remotely. Student course-perceptions were evaluated using online questionnaires, reflective blogs, and observations. In student teams from both universities, the course concept clearly improved student abilities to conduct research using laboratory experiments while learning theoretical basics. A comparison of pre- and post-course scores from student surveys showed that post-course student comfort levels with several research-related tasks increased radically at both universities. All participating staff generally agreed that the methods and tools were valuable in this type of course and should be evaluated at other levels and areas of higher education, and shared in an expanded network of universities.
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| 2. |
- Lindh, Jacob, 1971, et al.
(författare)
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Remote University Network - Blended Learning Experiences from the Remote University Network Projects
- 2016
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Ingår i: BlendIT.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- BlendIT is a conference for everybody at Chalmers and University of Gothenburg that takes an interest in blended learning in practice. The aim of the conference is exchange of experiences. During the conference, project groups from Chalmers and University of Gothenburg will present their experiences from development projects regarding blended learning. The presentations will be followed by roundtable discussions.
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| 3. |
- Rana, Rakesh, 1985, et al.
(författare)
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On the role of cross-disciplinary research and SSE in addressing the challenges of the digitalization of society
- 2015
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Ingår i: Proceedings IEEE 6th International Conference on Software Engineering and Service Science. - 2327-0586 .- 2327-0594. - 9781479983520 ; , s. 1106-1109
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Konferensbidrag (refereegranskat)abstract
- Digitalization of society has increased its pace during the last decade. With the introduction of modern technologies (e.g.~smartphones) the amount and types of information has increased bringing in both new opportunities and new challenges. In this paper we review the main opportunities and challenges stemming from the heavy use of digital technologies in society. We outline the needs for applying SSE principles and cross-disciplinary research for adequately addressing the challenges of digitalized society. Our position is that without taking a social view for system development and cross-disciplinary research we can only address partial problems related to the digitalization and that by integrating domain-specific disciplines (e.g.~financing) with the technology related ones (e.g.~software engineering) we could develop holistic solutions for the challenges identified in this paper.
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| 4. |
- Sonesson, L., et al.
(författare)
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Decision-Making in Management of the Complex Trauma Patient: Changing the Mindset of the non-trauma Surgeon
- 2018
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Ingår i: World Journal of Surgery. - : Springer Science and Business Media LLC. - 0364-2313 .- 1432-2323. ; 42:8, s. 2392-2397
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Tidskriftsartikel (refereegranskat)abstract
- European surgeons are frequently subspecialized and trained primarily in elective surgical techniques. As trauma leaders, they may occasionally have to deal with complex polytrauma, advanced management techniques, differing priorities, and the need for multidisciplinary care. There is a lack of expertise, experience, and a low trauma volume, as well as a lack of research, with limited support as to the decision-making and teaching challenges present. We studied what experienced trauma experts describe as the challenges that are specific to the advanced surgical decision-making required, whether civilian, humanitarian, or military. Design-based research using combined methods including interviews, reviews of authentic trauma cases, and video-recorded resuscitations performed at a high-volume civilian academic trauma center. Several educational dilemmas were identified: (1) thinking physiologically, (2) the application of damage control resuscitation and surgery, (3) differing priorities and time management, (4) impact of environment, (5) managing limited resources, (6) lack of general surgical skills, (7) different cultural behavior, and (8) ethical issues. The challenges presented, and the educational domains identified, constitute a basis for improved development of education and training in complex surgical decision-making. This study contributes new knowledge about the mindset required for decision-making in patients with complex multisystem trauma and competing priorities of care. This is, especially important in countries having a low intensity of trauma in both military and civilian environments, and consequential limited skills, and lack of expertise. Guidelines focused on the same decision-making process, using virtual patients and blended learning, can be developed.
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| 5. |
- Sonesson, L., et al.
(författare)
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The challenges of military medical education and training for physicians and nurses in the Nordic countries - an interview study
- 2017
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Ingår i: Scandinavian Journal of Trauma Resuscitation & Emergency Medicine. - : Springer Science and Business Media LLC. - 1757-7241. ; 25
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Tidskriftsartikel (refereegranskat)abstract
- Background: Development and use of e-learning has not taken place to the same extent in military medicine in the Nordic countries. The aim was to explore the similarities and differences in education and training in military medicine for health professionals in the Nordic countries, and more specifically to identify the specific challenges regarding education and training of military medicine, and how e-learning is used at present and the opportunities for the future. Methods: Key educators within military medicine in the Nordic countries, as approved by the respective Surgeons General, were interviewed and the interviews were analyzed using content analysis. Results: The data showed that all Nordic countries cooperate in the field of military medical training to some extent. The models of recruitment and employment of health professionals differed as well as the degree of political support. These differences affected the ability for health professionals to gain actual experience from the military environment. To improve the quality of medical education and training, attempts were made to recruit physicians. The recruitment of physicians was considered a challenge which had resulted in disruptions of courses, training programs and maintenance of accreditation. The Nordic countries were described as having commonalities in the military medical systems and common needs for international collaboration within training, but differing in the range of education and training. Gaps were identified in methods for transferring outcomes from education into practice, as well as regarding evaluation and feedback of outcomes to military medicine. The educational tradition was described as oriented towards practical skills training without requirements on pedagogical education of educators. The results confirmed previous studies showing that e-learning was underutilized. Contextual understanding and experience of healthcare were seen as crucial factors for successful e-learning development. Conclusions: Extended Nordic cooperation on military medical education and training are needed because of the limited volumes of advanced trauma cases. A key issue to the success of e-learning and blended learning is combining educational competence with contextual understanding into a strategy, of how to use digital educational methods.
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| 6. |
- Sonesson, L., et al.
(författare)
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The potential of blended learning in education and training for advanced civilian and military trauma care
- 2018
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Ingår i: Injury - International Journal of the Care of the Injured. - : Elsevier BV. - 0020-1383 .- 1879-0267. ; 49:1, s. 93-96
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Tidskriftsartikel (refereegranskat)abstract
- Introduction: In the field of advanced care of the complex trauma patient, there is an emerging need for focused education and training. However, several hospitals do not support further education and training in this field, and the challenge of releasing time for physicians and nurses is well-known. Educational strategies using blended learning, which combines traditional classroom methods with modern computer-assisted methods and media, have not yet been widely used. This study analysed the educational challenges and areas for improvement, according to senior physicians and nurses, and investigated the potential use of blended learning. Method: The setting was an international course, Definitive Surgical Trauma Care (DSTC) - Military Version, part of a programme which prepares health professionals for work during extreme conditions. The sample consisted of senior physicians and nurses, participating in the course in September 2015. A survey was completed, interviews were performed and a post-course survey was conducted 18 months later in March 2017. Results: The most difficult aspect of learning how to manage the complex trauma patient, was the lack of real practice. Even though the respondents were knowledgeable in advanced trauma, they lacked personal experience in managing complex trauma cases. Cases presented during the course represented significantly greater complexity of injury compared to those usually seen in hospitals and during military deployment. The following educational challenges were identified from the study: (1) Lack of experience and knowledge of advanced trauma care. (2) Lack of the use of blended learning as support for education and training. (3) Limited time available for preparation and reflection in the education and training process. (4) Lack of support for such education and training from home hospitals. (5) The unfulfilled requirement for multidisciplinary team-training in the military medical environment. Conclusion: Educational strategies and methods, such as blended learning can support education and training, and the learning process by unlimited practice in reasoning and decision making in virtual patients. It can also provide flexibility and mobility for senior health professionals and their home hospitals, and contribute to an improved military pre-deployment training with less time strain on the civilian home hospitals. (c) 2017 Elsevier Ltd. All rights reserved.
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